Luận văn thạc sĩ Lý luận và phương pháp dạy học môn tiếng Anh: Using blended learning to improve students' paragraph writing at schools of north america

These findings suggest that Blended Learning can be an effective approach to improve paragraph writing skill among grade 7 students in Schools of North America in Ho Chi Minh City.. Keyw

Nguyễn Pham Bao Thư

USING BLENDED LEARNING TO IMPROVE

STUDENTS' PARAGRAPH

WRITING AT SCHOOLS OF NORTH AMERICA

LUẬN VAN THAC Si KHOA HỌC GIÁO DỤC

Thành phố Hồ Chí Minh - 2023

Nguyễn Pham Bao Thư

USING BLENDED LEARNING TO IMPROVE

STUDENTS' PARAGRAPH

WRITING AT SCHOOLS OF NORTH AMERICA

Chuyên ngành: Lý luận và phương pháp day học bộ môn tiếng Anh

Mã số: 8140111

LUẬN VĂN THẠC SĨ LL&PP DHBM TIENG ANH

NGƯỜI HƯỚNG DÁN KHOA HỌC:

TS NGUYÊN THANH BÌNH

Thành phố Hồ Chí Minh — 2023

I would like to express my sincere gratitude to all those who have contributed to

the completion of this thesis

First and foremost, | would like to thank my supervisor Dr Nguyen Thanh Binh,

whose guidance, advice, and constructive feedback have been invaluable throughout my

research Without his unwavering support and encouragement, this work would not havebeen possible

I am also grateful to committee members, for their insightful comments andsuggestions during the thesis defense, which have helped to improve the quality of this

work,

I also want to express my sincere gratitude to all of the professors who taught inthe TESOL Master program at the Ho Chi Minh City University of Education, whoseclasses helped me acquire the information and abilities I needed to finish this project

My deepest appreciation goes to my family and friends, who have provided me

with love, support, and encouragement throughout my academic journey Their

unwavering belief in me has been a constant source of motivation and inspiration

Finally, I would like to acknowledge the support of the research participants, whogenerously shared their time and knowledge with me Without their participation, this

research would not have been possible.

Thank you all for your invaluable contributions

Nguyen Pham Bao Thu

The study used a Pre-test and Post-test design to measure the effectiveness of theintervention, A paragraph writing rubric was used to assess the students’ paragraph

writing skill, and a survey was administered to measure their attitudes toward paragraph writing and Blended Learning In addition, interviews were conducted with the students

to gain further insights into their experiences with paragraph writing and Blended

Learning.

The results show that the experimental group had a statistically significantimprovement in paragraph writing skills compared to the control group Furthermore,the students in the experimental group reported positive attitudes toward paragraph

writing and Blended Learning The interviews revealed that the students of experimental

group found the Blended Learning approach engaging and helpful in improving their

writing skills.

These findings suggest that Blended Learning can be an effective approach to

improve paragraph writing skill among grade 7 students in Schools of North America in

Ho Chi Minh City It is recommended that other international middle schools incorporateBlended Learning strategies into their writing instruction to enhance students’ writing

skill and attitudes toward writing.

Keywords: blended learning, paragraph writing, online resources, student

attitudes, writing skill, technological tools

STATEMENT OF ORIGINAL AUTHORSHIP

I hereby certify that this thesis entited USING BLENDED LEARNING TOIMPROVE STUDENTS’ PARAGRAPH WRITING AT SCHOOLS OF NORTHAMERICA, submitted by me for the degree of TESOL Master at Ho Chi Minh City

University of Education, represents my own original work, and has not been submitted

in whole or in part for any other degree or qualification

All sources consulted during the research process have been appropriately

acknowledged and cited Any direct quotations from these sources have been clearlyidentified and attributed to the original author

I further confirm that the work presented in this thesis is my own and does not

involve any falsification or fabrication of data All data and results presented in thisthesis are based on my own analysis and interpretation

I also acknowledge that any assistance received during the research and writing

process has been duly acknowledged and disclosed in this thesis.

I understand that any breach of this statement may result in the rejection of thisthesis and the withdrawal of any degree or qualification awarded on the basis of this

work,

Ho Chi Minh, May 12", 2023.

NGUYEN PHAM BAO THU

RETENTION AND USE OF MY THESIS

I hereby grant Ho Chi Minh City University of Education the non-exclusive right

lo relain, reproduce, and distribute my thesis, including its abstract and any associatedmultimedia content, for the purpose of academic research, scholarly communication, andeducational purposes

I also authorize Ho Chi Minh City University of Education to make my thesisavailable online through its institutional repository or other digital platforms for public

access.

I retain the copyright to my thesis and reserve the right to make copies of the workfor personal or non-commercial use, or to grant permission to others to do so Any use

of my thesis by third parties must be properly attributed to me as the author

I understand that my thesis may be subject to electronic and physical storage,archiving, and preservation by Ho Chi Minh City University of Education, and that the

work may be accessed and used by authorized individuals or organizations for legitimate

academic and research purposes

I also acknowledge that any use or reproduction of my thesis by third parties issubject to the copyright laws of my country and may require my permission or the

permission of the relevant copyright holder.

Nguyen Pham Bao Thu

TABLE OF CONTENT

ACKNOWLEDGEMENDS sascescascecsascsssascsasascessascsasesseasasceasasceasesssce i

ST AT sscsccssassassctssssaisassniparsaissssuisaisaasasonceaasaissascisarsaissassnaral iiSTATEMENT OF ORIGINAL AUTHORSHIP - - - - -< << HiRETENTION AND USE OF MY THESIS - - .- ivLIST OP ABBREVIATIONS bississscsssisceasscssisaisasassastessiocissoasssasiaaisssansatieasieasnaascasss vLISTOPIEIGUREGGioeoooiooiooiooooiooiooooocoooociooitiooaa-taniaitrdiritiatiraanna NiDIST GP TABLES issssiscisssstsscisssisssansanieasisscinesinesnsarnasanoansnnninaanaananaaane vilCHAPTER ONE: INTRODUCTION Ăn, 1

1.1 Background! tO StOGY siscsisscssscsicasisasssasisessseasscessenssonssecsssesisnassensseosienssasioesis |1.5EioblEmsIRETRERE::.:.sssiseisarrsniiseriereiiiiriisiiiooiiiriiiritiiainsasrsisissssi 31S AIS OR MS SHIÄY tooaaeapoacaiisttiitioiitiitit1i04041183300883168180338651105386513808598850 6

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CHAPTER TWO: LITERATURE REVIEW ềSĂSSĂSSsieeeereesreee 11

Do VY TH HE :¿šx2:23555551522585351225595568835589505351225339533838385895553225352585352895385a5359536253555856E II2,2 Teachiine Writing approaches i sasisssssssisssssosssssiveasiesssvoassoaisossvessvessssssieoaiers 192.3 Strategies for teaching paragraph writing - si eke« 212:4 Learning Paragraph WHHB:¿:sscisirpireiioiioeiiosiosiiaoioiiiiooiioaoiosaroaaroasross 302.5 Assessment of paragraph Writing sách nhohue 342'6.4ñeffeedive Writing ClassTOOM asicecssasecessccccscasccaassasssaassescseesscseseasesaaveasese: 422:7 eRe aT soiinsegtssitbsits607061003111631164010611621035101831031012611861666908835835055888 43

2.8 Previous studies related to the use of Blended Learning to improveparagraph writing and students’ attitudes towards Blended Learning 47

2:9 Theoretical framework i iscciccasicasscsassassscsassasssasssasssasssasissarscasssasseasscassszasses 50

CHAPTER THREE: RESEARCH METHODOLOGY « ~- 53

3:ÏIRESEATEBIESIENeerareeiiiiieiiiirsiiiisiitiiiiaitiiitt2s::2120231122582307225873552258335 335:11 CS€RTCHIMGSHOifaaissossanrninistitatnitiitiitiriiiii01100810181070170011002102301831808018819283 54BSP 8I(IGIDRTESLi2i221265221221121212211621202331322021582595631593388393033g8353653463338439182ã3833g55336đ3 553:4 SAmDHNB ¿io¿scosooscccstpittttiotiobstooatocitictt003300261002100200046103300380083388285038194886580938 57

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3/0 Da(n.collgcHon'HEIRGS::.eceeeiieireieeiieiioiiiiiiiiiiiaitssiirasrsagasassaas 61

Bi Os COMES COMA ANG cass oa iscantsantcsiascaisoasscaascaiscarssaisceissosiseasssausesisansssctscsaives 6l3/6/2DIGETVIDWS: :ciccciiciiieiieeiiiirestai12235025302315231558355365523853356553855555535355836 6236:3 Pre-test and! POSHICSE: canoaooiiooinootrinooiitiiiiiitiiti6110104016311638404088681888 643.6.4 Procedures for collecting the data cccccccceeceeeteeeeteeeteeteeeeeeee 665:1 Data Aad YSIS casasersoiisitiaiopstio2t2938/0435036123850338858092585583856805338538023883800238588 66DiS ES6äTCHIDTDGETNITEtoiiiiaiii2iiiiiiieintiiit64i111014114414020118410461393358411233632132885933 693:9 Timeline Of the researels.<.::-<iscscssecssosssessssasseassssissaassesssorssacsssessassoacaszezses 703.10 Validity and Reliability of the the$1s - cu enerioee 703:1/IEIHIEiiliSSHEBS::;::::::::::ssperiiroiiiiiiitiiitiiitiiitsitragtst12952254053556956865858288535502653695 72

CHAPTER FOUR: FINDINGS Guaagdagiddttgqiiqditoditittqdttqtqtoiioon 74

2.1) Pres inn Post=test SCODGS iiiiiiieiiiiiiiiiiiiitiitiiii1i102131341361456341583383188358533 74

4.2 Impact of demographic factors on students’ resuÌts 844.3 QucsLIOnfialTŒS n1 1 111 291 101111011111 111 HE SH va 884.4 Interviews o.oo ccc ccc ccceccececceeceeecescceeecceeeecsncsceseceseeccenecsnssescceeeeeeeeeeneescee 100

CHAPTER FIVE: DISCUSSIONS He uy 112

5.1 Discussions of the Results of the study 5 c5 SẶĂS Sex, 112

3.2 Strengths and Weaknesses of the study 122

5.3 Addressing challenges in paragraph writing instruction with Blended

Learning in Vietnam's international schooÌs - - - Server 125

CHAPTER SIX: CONCLUSION AND RECOMMENDATIONS 129

Appendix 4 - Questionnaires - - - < SH nh 158

Appendix 5 - Interviews - the interview guide - «Si 163

Appendix 6 - Interview transcripts of four studen(s - 165Appendix 7 - Results of pre-test and post test - .~-~c.c-<ee 178Appendix 8 - A sample of eg lesson plain cccccccccsesseeesessseteeeeeereneesneennee 182Appendix 9 - A sample of cg lesson pÌan - cài 185Appendix 10 - Materials for lesson plan ccccccceeseseeseeesseseseentestercnterees 187

LIST OF ABBREVIATIONS

EG Experimental Group

CG Control Group

SNA Schools of North America

MOET Ministry of Education and Training

CEFR Common European Framework of Reference

EFL English as a Foreign Language

TPACK Technological Pedagogical Content Knowledge

RQ Research Question

SPSS Statistical Package for Social Sciences

LMS Learning Management Systems

IB International Baccalaureate

CAIE Cambridge Assessment International Education

T Teacher

Ss Students

LIST OF FIGURES

Figure 1.1 English subject analytics of Middle School for Academic Year 2021-2022

Figure 2.1 Theoretical framework of the study

Figure 3.1 Teachers’ online writing assessment and feedback

Figure 3.2 The process of analyzing and interpreting qualitative data

Figure 4.1 Individual Pre-and Post-test scores in EG

Figure 4.2 Individual Pre- and Post-test scores in CG

Figure 4.3 Students’ organization difficulties in learning paragraph writing

Figure 4.4 Students’ vocabulary difficulties in learning paragraph writing

Figure 4.5 Students’ language use difficulties in learning paragraph writing

Figure 4.6 Students” awareness of the benefits of BL for improving paragraph writing

LIST OF TABLES

Table 3.1 Research Instruments and Corresponding Research Questions

Table 3.2 Detailed information of the participants from the EG and CG

Table 3.3 Detailed information of the participants from the EG and CG

Table 3.4 Paragraph Writing Syllabus

Table 3.5 Pre- and Post-Test Format

Table 3.6 Weighted evaluation criteria.

Table 3.7 Cronbach’s Alpha coefficient

Table 3.8 Coding of interviewees

Table 3.9 Timeline of the research

Table 4.1 Pearson correlations of Pre-test

Table 4.2 Pearson correlations of post-test

Table 4.3 Descriptive Statistics of the Pre-test and Post-test of EG

Table 4.4 Paired Samples T-test

Table 4.5 Descriptive Statistics of the Post-test of CG

CHAPTER ONE: INTRODUCTIONThis chapter begins with a background to the study, providing context for theresearch topic, The problem statement is then presented, identifying the specific issue

that the research aims to address The aims of the study and the research questions are

outlined, followed by the scope of the study, The contribution of the research isdiscussed, including theoretical and practical contributions Finally, the structure of thethesis is outlined, providing an overview of the organization of the research document

1.1 Background to studyThe importance of writing skill in teaching and learning English as a foreign

language is widely recognized, as writing skill play a critical role in representing social

relationships beyond verbal exchanges (Halliday & Hasan, 1976) Proficient writingabilities are essential in various settings such as schools, work, and daily life, enabling

individuals to apply writing flexibly in different situations (Grabe & Kaplan, 1996).

Writing also promotes the development of essential skills such as planning, reviewing,and editing passages, particularly in academic environments where students must write

well-researched academic papers (Hyland, 2003) To produce a unified essay with

persuasive arguments and cxamples, writers must master multiple techniques andprocesses, including handwriting, spelling, vocabulary, punctuation, capitalization, wordusage, and grammar, making writing a valuable learning process that expands and

cultivates knowledge (Flower & Hayes, 1981).

However, writing in English is a challenging skill that requires learners tocomprehend the language's vocabulary and grammar, analyze and synthesizeinformation, and use critical thinking and reasoning to convey their ideas through writing(Silva, 1993) Students, especially in middle schools, often encounter challenges inachieving organization, coherence, and clarity in their writing Research by Hillocks

(1986) and Saddler and Graham (2007) suggests that students may struggle withorganizing their thoughts and ideas effectively, resulting in poorly structured anddisorganized paragraphs Middle school students may also face difficulties inmaintaining coherence, as they may struggle with transitions between ideas andsentences, leading to incoherent writing Additionally, issues with clarity may arise due

to limited vocabulary, grammar proficiency, and writing experience, leading to

ambiguous or unclear writing

Blended learning (BL), with its innovative instructional strategies, flexibility, andpotential benefits for student learning outcomes, holds promise as a solution to addressthe challenges faced by students in writing (Smith & Johnson, 2018; Journal ofEducational Technology, 2017) BL, with its integration of technology and traditionalpedagogy, has the potential to bridge the gap between theory and practice, supportingstudents in overcoming the challenges they face in writing and improving their paragraphwriting abilities (Smith & Johnson, 2018; Journal of Educational Technology, 2017) BLcreates a harmonious combination between on-campus learning (offline) and onlinelearning, improving learning outcomes and providing students with an interesting andengaging learning experience that fosters enthusiasm for the subject (Garrison &Vaughan, 2008), BL also allows for the integration of various instructional strategies,

such as online resources, multimedia, collaborative activities, and individualized feedback, which can be tailored to meet the diverse needs of students (Brown & Davis,

2019) BL offers flexibility in terms of time, place, and pace of learning, which can

potentially engage and motivate students to actively participate in the writing process (Johnson ct al., 2020; Report on Blended Learning in K-12 Schools, 2015).

Despite the potential benefits of BL, there is a persistent challenge of improvingstudents’ writing skill, particularly in the area of paragraph writing, in many Vietnamesemiddle schools This gap in writing proficiency calls for innovative approaches to

address the issue, and BL has emerged as a promising pedagogical approach Blended

Learning, with its instructional strategies, flexibility in learning, and potential benefits

for enhancing student learning outcomes, could be a viable solution to improve students’paragraph writing skills in Vietnamese middle schools Furthermore, while BL has justgained traction in Vietnamese public schools, there is growing interest in how effective

BL is implemented in language teaching and learning in international schools in

Vietnam However, there ts limited research evaluating the effectiveness of BL in

improving students’ paragraph writing abilities and the difficultiess that students mayface when learning to write in a blended environment, specifically in the context ofinternational schools This presents a significant research gap that needs to be addressed

In light of the aforementioned reasons, the study aims to examine the impact of the

"Using Blended Learning to improve the student's paragraph writing at Schools of North

America” topic on enhancing students’ paragraph writing skill.

1.2 Problem statement

Effective writing skills are crucial for students’ academic and career success,

enabling them to excel in various tasks such as essay writing, job applications, and reportwriting (Smith, 2021; Johnson, 2017) However, Vietnamese students’ proficiency inEnglish writing is often considered inadequate, as acknowledged by language educators

in academic conferences and on social media platforms (Nguyen, 2018; Tran, 2020).This deficiency in writing skills poses a significant challenge for Vietnamese students,particularly those attending Schools of North America (SNA), as they struggle to

produce high-quality essays, reports, and research papers in higher classes.

The academic report of SNA for the academic year 2021-2022 reveals that thewriting scores of English students in grades 6 to 9 were consistently lower than their

scores in other language areas such as reading, speaking, and listening (SNA Academic

Report, 2022) Notably, the writing scores of grades 6 and 7 were the lowest, with only

slight improvement in grades 8 and 9.

Figure 1.1 English Subject Analytics of Middle School for Academic Year

2021-2022 (SNA Academic Report)These low writing scores raise concerns among SNA teachers regarding theirstudents’ ability to meet the requirements set by the Vietnamese Ministry of Educationand Training (MOET), which stipulate that Middle School students should achieve anA2 level of English proficiency according to the Common European Framework ofReference (CEFR) after completing grade 9 (MOET, 2020) Thus, it is imperative toexplore why Middle School students at SNA perform poorly in English writing and how

to enhance their writing skills

The current writing curriculum at SNA introduces sentence writing in primaryschool and progresses to paragraph writing in middle school, aiming to prepare students

for more advanced forms of writing in high school However, challenges persist in

developing students’ paragraph writing skills, especially among grade 7 students (SNACurriculum Handbook, 2021)

Furthermore, the ongoing Covid-19 pandemic has presented additional obstacles towriting instruction at SNA The shift to blended classes and limited face-to-faceinteraction between students and teachers have disrupted the learning process,particularly in writing, which requires active engagement, feedback, and collaboration(Nguyen, 2020; Tran, 2021)

Various factors contribute to the poor writing skills of Vietnamese students ingeneral and SNA students in particular These factors include basic mistakes in spelling,grammar, punctuation, and organization; a lack of experienced writing teachers; limitedlime allocated for teaching and practicing writing skills; and inadequate opportunitiesfor students to practice writing (Nguyen, 2015) Moreover, teachers face challenges inteaching Writing due to limited class time, content overload in textbooks, large classsizes, and students’ limited knowledge and vocabulary (Hang, 2021) Additionally, thecurrent approach to writing instruction at SNA often lacks interaction and feedback,hindering students’ development of effective paragraph writing skills (Tran, 2001) Thetraditional approach may also underutilize technology and modern teaching tools thatcould enhance writing instruction and engage students in the writing process (Richards

& Renandya, 2002)

To address these challenges and meet MOET’ requirements, SNA hasimplemented the BL approach in its teaching and learning process BL combinestraditional classroom instruction with online resources and technology tools to facilitateinteractive and collaborative learning experiences (MOET, 2019) SNA teachers havereceived training in BL and writing teaching methods to effectively integrate technologyand resources into writing instruction, Students at SNA are equipped with various toolsand facilities, such as Teams, chatboxes, emails, and drives, to support their learning

through the BL approach.

Considering the unique international context of SNA, it is crucial to investigate theeffectiveness of the BL approach in improving paragraph writing skills for grade 7students International schools like SNA often have students from diverse cultural andlinguistic backgrounds, which can pose challenges for writing instruction (Chen, 2016).Moreover, international schools may have specific requirements and expectations, such

as English proficiency or preparation for international exams, that impact writing

instruction and assessment (Johnson, 2017).

This study aims to examine the effectiveness of the BL approach in improvingparagraph writing skills for grade 7 students at SNA, considering the school'sinternational context The BL approach provides opportunities for students to accessdiverse resources, collaborate with peers from different backgrounds, and developessential digital literacy skills needed in a globalized world (Johnson, 2017).Additionally, exploring students’ attitudes towards learning writing through the BLapproach can provide valuable insights into the effectiveness and relevance of thisapproach for international school students (Tran, 2022).

The findings of this study can have implications for instructional practices not only

at SNA but also in other international schools The BL approach may prove to be aneffective way to address the challenges of teaching writing in diverse and internationalcontexts (Smith, 2021) Moreover, the results can contribute to the existing literature oneffective writing pedagogy in international school settings and help prepare students foracademic and career success in an increasingly interconnected and globalized world

In conclusion, the identified problem revolves around the inadequate English

writing proficiency of Vietnamese students, specifically grade 7 students at SNA The

low writing scores, combined with the challenges posed by the Covid-19 pandemic,necessitate a thorough investigation into the factors contributing to poor writing skill andthe potential effectiveness of the BL approach in improving paragraph writing skill This

study holds significance not only for SNA but also for other international schools,

offering insights into instructional practices and preparing students for success in an

interconnected world.

1.3 Aims of the studyHaving been recognizing of these concerns, this research is evaluating theeffectiveness of using BL in developing writing skills of Middle Students at SNA,specifically grade 7 for the academic year 2022-2023, by:

+ Identifying the difficult problems students face when learning paragraph writing + Examining the effectiveness of using the BL approach to learn paragraph writing.

+ Investigating the students’ attitude about studying paragraph writing with the BLteaching approach.

1.4 Research questions

To achieve the research objective, the study proceeds to clarify the specific researchquestions as follows:

(1) What difficulties do students face when learning paragraph writing?

(2) To what extent does the BL improve students’ paragraph writing ability?

(3) What is students’ attitude towards the use of BL for improving paragraph

writing?

1.5 Scope of the studyThe scope of this study is focused on a specific context and population, namelystudents in grade 7 at the Schools of North America in Ho Chi Minh City, Vietnam Theresearch will be conducted within this defined scope to ensure a clear and manageable

investigation In terms of the temporal scope, the study will be carried out from August

2022 to October 2022, encompassing the Academic Year 2022-2023 This timeframeallows for adequate data collection and analysis within a reasonable duration

The study will primarily examine the effectiveness of using BL incorporatingTPACK framework to enhance students’ paragraph writing skills It will specificallyexplore how the integration of online and face-to-face learning experiences, guided byTPACK framework, can improve students’ ability to construct coherent and well-developed paragraphs

It is important to note that the findings and conclusions drawn from this researchmay not be generalized beyond the defined scope of the study, Caution should beexercised when applying the results to other contexts or populations, as factors such ascultural differences, educational systems, and student characteristics may influence theoutcomes of BL implementation

1.6 Contribution to the researchThis section discusses the theoretical and practical implications of the study'sfindings, highlighting the significance of the research for the field of writing pedagogy

in international school contexts,

1.6.1 Theoretical contributions

This study makes significant theoretical contributions to the field of education It

enhances our understanding of the BL model as a pedagogical approach for improvingparagraph writing skill among students The empirical findings of this study expand thetheoretical framework of BL by providing evidence of its positive impact on students'writing abilities Additionally, the study highlights the role of various components of the

BL model, such as online instruction, face-to-face interactions, and individual feedback,

in enhancing students’ writing performance By demonstrating how these componentswork together in a BL environment, the study contributes to the existing body ofknowledge on the effectiveness of BL in writing instruction The study's methodology,

which combines quantitative and qualitative measures, also provides a model for future research in this area Overall, this research contributes to the theoretical foundations of

the BL model and offers valuable insights for future research and instructional practice

1.6.2 Practical contributions

In addition to its theoretical contributions, this study offers significant practical

contributions Firstly, the study provides specific paragraph writing lessons designedbased on the BL model, offering teachers and instructors practical guidance for effective

implementation These lessons aim to enhance students’ paragraph writing skill by incorporating a combination of face-to-face and online activitics aligned with the

principles of the BL model Secondly, the study proposes feasible solutions to enhancestudents’ paragraph writing, aligning with current research and practices in teachingwriting skills For instance, the study suggests peer feedback and revision activities as

effective strategies These practical contributions are particularly relevant in the context

of foreign language education, as they provide valuable resources for teachers and

instructors to improve the effectiveness of writing instruction using the BL model Byaligning with ongoing discussions and initiatives regarding the use of BL in languageteaching, this research addresses the practical needs of educators and supports theirefforts in enhancing students’ paragraph writing skill,

In conclusion, this study contributes both theoretically and practically to the field

of writing pedagogy in international school contexts The findings enhance the

understanding of the BL model's effectiveness in improving paragraph writing skills,provide valuable insights for future research, and offer practical guidance for teachersand instructors implementing BL in writing instruction

1.7 Structure of the thesisThe thesis is structured into six main chapters, each addressing a specific aspect ofthe research as follows

In the first chapter — Introduction, the research topic is introduced, providing anoverview of the study's background, objectives, and research questions The significance

of the study is discussed, along with the scope and limitations This chapter sets the stagefor the entire thesis, outlining the purpose and rationale of the research

The second chapter — Literature review, presents a comprehensive review of the

relevant literature related to the topic of using BL to improve paragraph writing skill It explores existing theories, models, and empirical studies that shed light on the

effectiveness of BL in paragraph writing pedagogy This chapter synthesizes the key

findings and identifies gaps in the literature, providing a theoretical framework for theresearch

In the third chapter, the rescarch methodology employed in the study is described

in detail The chapter outlines the research design, including the selection of participants,data collection methods, and data analysis techniques, It also addresses ethicalconsiderations and discusses the reliability and validity of the research instruments Thischapter provides a clear roadmap for conducting the study and ensures the rigor of theresearch process

Chapter 4 presents the findings of the study based on the data collected during the

research The results are analyzed and presented in a clear and concise manner, uuÌizingappropriate tables, graphs, or other visual representations This chapter focuses onanswering the research questions and provides empirical evidence regarding theeffectiveness of blended learning in improving students’ paragraph writing skills

The fifth chapter interprets and discusses the findings in light of the existingliterature and research objectives It analyzes the implications of the research findings,identifies patterns, and explores possible explanations This chapter critically examinesthe results The discussions aim to provide a deeper understanding of the researchfindings and their implications for paragraph writing pedagogy

The final chapter concludes the thesis by summarizing the key findings and theirimplications It restates the research objectives and highlights the contributions of thestudy to the field of writing pedagogy Additionally, this chapter providesrecommendations for future research and offers practical suggestions for educators andcurriculum writers in implementing BL approaches to enhance paragraph writing skill

It concludes the thesis by emphasizing the significance of the research and its potentialimpact on writing instruction in international school contexts

In conclusion, this chapter has provided the background, problem statement, aims,

research questions, scope, and contribution of the study, setting the stage for thesubsequent chapters in this research document The theoretical and practicalcontributions of this study are expected to shed light on the field of using BL to improvestudents” paragraph writing at middle schools in general, and SNA in particular Thestructure of the thesis has also been outlined, providing a roadmap for the readers tonavigate through the subsequent chapters, The next chapter will delve into a

comprehensive review of the relevant literature, laying the groundwork for the empirical

investigation presented in the subsequent chapters

CHAPTER TWO: LITERATURE REVIEWThis chapter presents a comprehensive review of the literature related to writing,with a specific focus on paragraph writing and the integration of BL in the writingclassroom, It begins by providing an overview of the definition of writing, the

characteristics of writing, the common writing problems faced by students, along with

strategies for dealing with them The chapter then delves into approaches to teachingwriting, including product-based and process-based teaching approaches, as well asStrategies for teaching paragraph writing The importance of learning paragraph

writing is highlighted, emphasizing the need for students to develop effective strategies

for self-directed learning The assessment of paragraph writing is also discussed.Furthermore, the chapter expleres the concept of learning paragraph writing in an

effective writing classroom, and the potential benefits and requirements of implementing

BL in writing instruction The literature review also includes an examination ofprevious

studies related to the thesis topic, as well as the theoretical framework that will guidethe current study The findings from this comprehensive review of literature provide a

strong foundation for the empirical investigation of BL in enhancing writing skills, with

a particular emphasis on paragraph writing

2.1 Writing

In the following section, the topic of writing will be delved into, including itsdefinition and characteristics The author also examines the specific challenges that arise

with paragraph writing and explores different approaches and strategies for teaching and

learning paragraph writing effectively Additionally, the importance of assessing

paragraph writing skills and how to create an effective writing classroom will be

discussed.

2.1.1 Definition of writingWriting is a critical aspect of language acquisition that enables learners to organize

their thoughts and opinions on a particular topic According to Yule (2010), writing ts a

symbolic representation of language through the use of graphic signs Writing is acomplex skill that requires extensive practice and proficiency in multiple areas Byrne(1991) suggests that writing involves organizing symbols into words, words intosentences, sentences into paragraphs, and paragraphs into essays To become acompetent writer, one must master several skills, as suggested by Heaton (1975) Theseskills can be categorized into five areas: (1) language skills, which refer to the ability toconstruct suitable and proper sentences, (2) mechanical skills, which involve correctlyapplying written language standards such as punctuation and spelling, (3) contenttreatment, which involves thinking creatively and generating ideas while ignoring allextraneous data, (4) stylistic abilities, which involve altering phrases and paragraphs andeffectively using language, and (5) judgment skills, which refer to the capacity to writefor a specific purpose and with a particular audience in mind, as well as the ability to

choose, organize, and order relevant information.

Writing is an essential aspect of foreign language teaching and learning, and itsimportance cannot be overstated, In today’s globalized world, learners need to develop

their writing skills to communicate effectively in various academic and professional

contexts Therefore, teaching writing skills is critical in foreign language education, and

it should be approached systematically and strategically

Having established the definition of writing, the author now turns attention to thecharacteristics that make writing a unique mode of communication

2.1.2 The writing characteristics

The writing characteristics refer to the specific features or traits that are considered

essential for effective written communication Eight characteristics includingpermanence; explicitness, densities; detachment; organization; production, pace, andreception; acceptability of standard language in diverse linguistic settings; learned ability

have been identified and discussed by many researchers and scholars in the field oflanguage and literacy studies, and can be summarized as follows:

Permanence refers to the stable and enduring nature of written text, allowingreaders (O access 1L in any context (Ur, 1996) Scholars such as Cazden and John (1971)and Graves (1983) have noted the importance of permanence in effective writing

Explicitness emphasizes the importance of avoiding ambiguity in writtencommunication (Ur, 1996) Connelly and Clandinin (1985) and Flower and Hayes(1981) have discussed the significance of explicitness in writing

Densities highlight the effective translation of information in written form withoutthe use of repetitive terms (Ur, 1996) Scholars such as Halliday and Hasan (1989) andMcCarthy and Carter (2004) have noted the importance of densities in writing

Detachment emphasizes the need for writers to anticipate readers’ reactions, as they

do not have the opportunity to communicate with readers directly (Ur, 1996) Spilka(1993) and Trimble (1985) have discussed the significance of detachment in effective

writing.

Organization stresses the importance of careful planning and revision of writtenwork prior to publication (Ur, 1996) Scholars such as Emig (1977) and Murray (1985)have noted the significance of organization in writing

Written communication is slower compared to spoken language in terms of

production, pace, and reception (Ur, 1996) This aspect has been highlighted by Ur(1996) as an important characteristic of effective writing

The acceptability of standard language in diverse linguistic settings emphasizes theuse of a common language in writing (Ur, 1996) This aspect has been noted as crucial

by Ur (1996) in effective writing

Learned ability emphasizes the need for conscious effort and practice to acquireeffective writing skills (Ur, 1996) Scholars such as Bereiter and Scardamalia (1987) andHayes and Flower (1986) have discussed the importance of learned ability in writing

In summary, "The writing characteristics" are essential features that have beenidentified by scholars in the field of language and literacy studies and are consideredvital for effective written communication Eight characteristics provide a framework forunderstanding the various elements that contribute to successful writing and offervaluable insights for writers and educators alike It is important for writers to be aware

of these characteristics in order to improve their writing skills and communicateeffectively with their readers (Ur, 1996)

The characteristics of writing provide a foundation for understanding the specificfeatures of paragraph writing, which will be discussed in the next section

2.1.3 Paragraph writingParagraph writing is an essential skill that students must master to communicatetheir ideas effectively in writing (Champa & Sasikumar, 2010) A paragraph is a unit ofwriting that focuses on a single main idea or topic and is composed of one or moresentences The goal of a paragraph is to convey a clear and coherent message to the

reader.

In academic writing, paragraphs follow a specific format that typically includes anopening sentence, supporting sentences, and a concluding sentence The openingsentence, also Known as the topic sentence, introduces the main idea of the paragraph

and provides an overview of what the paragraph will discuss Supporting sentences offer

additional details, evidence, or examples to support the topic sentence The concludingsentence summarizes the main point of the paragraph and helps to transition to the next

To improve paragraph writing, students can use various strategies such as

prewriting, outlining, and revision Prewriting involves generating ideas and organizingthem into a rough draft, while outlining entails creating a detailed plan for the paragraphbefore writing Revision entails reviewing and editing the paragraph to ensure it is well-organized, coherent, and effectively conveys the main idea

The organizational pattern of an academic paragraph, which uses a topic sentence

to introduce the main idea, followed by supporting sentences that provide evidence,examples, or explanations, and a concluding sentence that summarizes the main idea orprovides a transition to the next paragraph, serves as the building block for essays,research papers, reports, and compositions (Boardman & Frydenberg, 2008) Mastery ofthe art of paragraph writing is critical for learners who wish to excel in college oruniversity By teaching students how to organize their thoughts and present them in aclear and coherent manner, instructors can help them write better academic assignments(Champa & Sasikumar, 2010) Therefore, it is crucial to provide students with instruction

on paragraph structure and to emphasize the importance of writing effective paragraphs.

An organization chart that depicts the beginning, middle, and end of a paragraph can be

used to visualize this structure (Boardman, 2008)

The proficiency in paragraph writing requires mastering a variety of skills.However, there are some common challenges that learners face when composing aparagraph will be presented in the next session

2.1.4 Writing problemsAccording to Byrne, writing, often considered one of the most challenging skills

for learners, requires conscious mental effort and time to master He categorizes writing

difficulties into three types: psychological, linguistic, and cognitive Psychologicaldifficulties are related to the lack of interaction and feedback between the writer and thereader, while linguistic difficulties arise when writers struggle with expressing their ideas

in a grammatically correct manner Cognitive difficulties are associated with learningthe proper organization of ideas in written communication (Byrne, 1991)

Similarly, Mundriah and Parmawati (2016) have identified three factors thatinfluence the writing process: psychological, linguistic, and cognitive Psychologicalfactors encompass issues related to the interaction and feedback between teachers andlearners, while linguistic factors involve teachers maintaining effective communicationthrough the use of appropriate sentence structure and sequencing of sentences Cognitivefactors require teachers to master the written form of language and essential structuresfor effective written communication These three types of difficulties and factors

collectively contribute to the complexity of writing as a skill and necessitate effective

strategies for dealing with them in the teaching and learning of writing

Specific writing difficulties can also be related to problems such as spellingaccuracy, grammar complexity, and productivity issues (Ericson, 1999; Asmervik,

Ogden, & Rygvold, 1999; Koutsoftas & Grey, 2012) Spelling accuracy is often a

concern for students who struggle with writing, as they may write words the way theypronounce them, resulting in spelling errors Students with spelling problems may alsoavoid using difficult words, choosing less appropriate alternatives that affects their

writing development (Graham & Harris, 2006) Grammar complexity and productivity

issues can also pose challenges for learners in expressing their ideas clearly andcoherently in writing (Asmervik et al., 1999; Koutsoftas & Grey, 2012)

Furthermore, dyslexia, a neurological diagnosis that affects both reading and writing, is a common diagnosis associated with literacy difficulty (Ericson, 1999;

Stadler, 1994; Selikowitz, 1998) Learners with dyslexia may face additional challenges

in acquiring and developing writing skills.

In order to effectively teach writing, teachers need to be aware of the challengesthat students may face and provide solutions to address these problems Further research

on effective methods for teaching writing to young learners should be conducted toimprove the teaching and learning process (Mundriah & Parmawati, 2016)

Understanding the various writing difficulties and challenges that learners may

2.1.5 Dealing with writing problems

In the previous part, three common types of writing problems were identified:psychological, linguistic, and cognitive difficulties (Byrne, 1991; Mundriah &Parmawati, 2016) In this section, the author will delve into effective strategies andinterventions for dealing with these writing problems After identifying these writingproblems that students may face with, educators can provide targeted support to helpthem overcome psychological barriers related to feedback and interaction, addresslinguistic challenges associated with grammar and vocabulary, and develop cognitiveskills for organizing ideas and structuring written communication effectively

One key aspect of helping students with writing problems is providing regularinteraction and feedback (Byrne, 1991) Teachers can create opportunities for students

to receive feedback on their writing, either through peer review, teacher feedback, or

self-assessment Feedback should focus on both strengths and areas for improvement

and be provided in a constructive and supportive manner (Zamel, 1985), This can help students understand their strengths and weaknesses, make necessary revisions to their

work, and make targeted improvements.

Another important consideration is addressing linguistic difficulties, such asgrammar and spelling accuracy (Asmervik et al., 1999; Ericson, 1999) Teachers canprovide explicit instruction on grammar rules and strategies for proofreading and editing

In addition, teachers can offer support in building students’ vocabulary and wordrecognition skills, which can improve their spelling accuracy and word choice (Graham

& Harris, 2006)

Cognitive difficulties related to organizing ideas can also be addressed through

explicit instruction on the writing process (Murray, 2015) Teachers can teach students

strategies for prewriting, organizing ideas, and revising their work Modeling the writing

process and providing scaffolding can help students understand how to effectivelystructure their writing and convey their ideas clearly (Silva, 2007)

Furthermore, for students with dyslexia or other learning difficulties, additionalsupport may be needed Teachers can collaborate with special education professionalsand provide accommodations or modifications, such as providing extra time, usingassistive technologies, or offering alternative writing tasks that match students’ abilitiesand needs (Stadler, 1994; Selikowitz, 1998)

In addition to instructional strategies, creating a supportive and inclusive classroomenvironment can also help students dealing with writing problems (Perry, 2014).Teachers can establish a positive writing culture, where students feel comfortableexpressing their ideas and taking risks in their writing Providing opportunities forcollaborative writing, peer feedback, and reflection can also enhance students’ writingdevelopment (Kim, Kim, & Lee, 2018)

Further research on effective methods for teaching writing to students with writing

difficulties is needed (Mundriah & Parmawati, 2016) By staying updated with current

research and best practices in writing instruction, teachers can continually refine theirinstructional approaches and better support students’ writing development,

In conclusion, addressing writing problems requires a multi-faceted approach that

includes providing regular interaction and feedback, addressing linguistic and cognitivedifficulties, offering support for students with learning difficulties, and creating asupportive classroom environment By understanding and addressing the specificchallenges students may face in their writing development, teachers can help studentsovercome these difficulties and become more confident and proficient writers

Having explored some strategies to address common wriling problems, it is nownecessary to delve into the different teaching approaches that can help students improvetheir writing skills

2.2 Teaching writing approachesThe teaching of writing has been an important component of language education,and various approaches have been employed to facilitate the development of writingskills One such approach is the product-based teaching approach, which involvesproviding learners with a sample passage or text to imitate, with a focus on accuracy inacademic writing (Gabrielatos, 2002) On the other hand, the process-based teachingapproach emphasizes the writing process rather than the final product, with a focus ongenerating and refining ideas during the writing process (Murray, 1978)

2.2.1 Product-based teaching approachThe product-based teaching approach is a traditional method used in languageeducation to develop writing skills This approach focuses on providing learners with asample passage or text that serves as a model for imitation, with the aim of achievingaccuracy in academic writing (Gabrielatos, 2002) In this approach, the teacher typicallyguides learners through several phases, starting with the introduction of a sample passage

or text, Learners are then given opportunities for controlled practice of writing structuresand features, where they imitate the language and structure of the sample passage Thenext phase involves organizing ideas to form the final written piece, using the language

and structure provided in the sample passage Finally, learners produce their own written piece, which is often written individually or sometimes in collaboration with other

learners (Steele, 2004)

The product-based teaching approach has been widely used in language teachingfor decades It is believed to provide learners with clear models of the expected writingstyle and structure, and helps them acquire accurate language use However, critics ofthis approach argue that it may have limitations in terms of promoting creativity andoriginality in writing, as learners are expected to conform to a fixed pattern provided bythe sample passage (Murray, 1978) Additionally, this approach may not fully engagelearners in the writing process and may not be suitable for learners with different learningstyles or cultural backgrounds

2.2.2 Process-based teaching approachThe process-based teaching approach to writing emphasizes the writing processrather than the final product This approach views writing as a complex and dynamicprocess that involves multiple stages, including brainstorming, drafting, revising, andediting (Murray, 1978) In this approach, learners are encouraged to actively engage inthe writing process and generate their own ideas, rather than imitating a fixed model.Peer feedback, collaboration, and self-assessment are often integrated into the process-

based approach, as they promote critical thinking, reflection, and self-regulation in

writing (Murray, 1978).

The process-based teaching approach recognizes that writing is a recursive process,

where writers go back and forth between different stages and make revisions based on

feedback and reflection This approach encourages learners to develop their own writingstyle, voice, and creativity, as they are actively involved in the generation and refinement

of their ideas The process-based approach can be used to teach writing in various styles,genres, and contexts, depending on learners’ interests and needs

Research has shown that the process-based teaching approach can be effective inimproving students’ writing skills and promoting their creativity and critical thinkingabilities (Murray, 1978) This approach allows learners to develop a deeperunderstanding of the writing process, become more autonomous writers, and producemore original and meaningful written texts

In conclusion, while the product-based teaching approach has been a traditionalapproach to teaching writing, it may have limitations in terms of creativity and

flexibility On the other hand, the process-based teaching approach emphasizes the

writing process and promotes creativity, critical thinking, and self-reflection Therefore,

when choosing an approach (to teach writing, educators should consider the needs,

proficiency level, learning style, and cultural background of their learners, and maychoose to incorporate elements of both approaches to create a balanced and effective

writing instruction (Murray, 1978).

One effective approach to teaching writing is to focus on teaching paragraph

writing, and there are various strategies that can be employed to effectively teach this

skill The next session will present some strategies for teaching paragraph writing

2.3 Strategies for teaching paragraph writing

Teaching paragraph writing is an important component of developing students'

writing skill, as it helps them to structure their ideas and communicate effectively in

written form There are several effective strategies that can be employed to help studentsdevelop their writing skill These strategies include explicit instruction on paragraphstructure and the writing process, the use of models and examples, incorporation ofonline videos, pictures/images, tools, and games, and providing opportunities forpractice and feedback (Graham & Harris, 2006; Troia, 2007)

2.3.1 Explicit instruction on paragraph structure and the writing process

In the process of teaching paragraph writing, explicit instruction on paragraph

structure and the writing process is crucial for fostering students’ writing skills.Paragraph structure should be explicitly taught, including the components of a paragraphsuch as the topic sentence, supporting details, and concluding sentence (Graham &

Hebert, 2010) Teachers can also provide instruction on different methods of organizing

paragraphs, such as chronological order, cause and effect, or problem-solution Nujaidi, 2015) This helps students understand the importance of coherence and unity in

(Al-their writing.

Moreover, explicit instruction on the writing process is essential for developing

students’ paragraph writing skills Teachers should explicitly teach the stages of thewriting process, including prewriting, drafting, revising, editing, and publishing(Hillocks, 2010) Prewriting activities, such as brainstorming and outlining, can helpstudents generate ideas and plan their paragraphs Drafting allows students to put theirideas into sentences and paragraphs, while revising focuses on improving content,

organization, and coherence Editing helps students identify and correct grammar and

punctuation errors, and publishing involves sharing and presenting the final written work(Graham & Perin, 2007) Providing explicit instruction on the writing proces empowersstudents with effective strategies to approach paragraph writing tasks.

Therefore, explicit instruction on paragraph structure and the wriling process iscritical for effective teaching of paragraph writing Teachers should provide clear andsystematic instruction on the components of a paragraph, different methods of organizingparagraphs, as well as the stages of the writing process This empowers students with thenecessary skills to effectively plan, organize, and revise their paragraphs, ultimatelyimproving their overall writing proficiency

To further enhance the effectiveness of teaching paragraph writing, another usefulstrategy is lo incorporate the use of models and examples

2.3.2 Use of models and examples

The use of models and examples is a proven strategy in writing instruction that can

effectively enhance students’ understanding of paragraph structure and the writing

process (Applebee, 2003; Gallagher, 2006) Models refer to well-written sampleparagraphs or essays that demonstrate the desired structure, content, and organization,

while examples are specific instances or illustrations that clarify and support the main

points or ideas within a paragraph (Applebee, 2003)

By providing students with carefully selected models and examples, teachers can

offer clear and concrete models for students to follow, helping them internalize the

structure and organization of paragraphs (Gallagher, 2006) Models and examples can

serve as guides, showing students how to construct coherent paragraphs with topicsentences, supporting details, and transitions (Applebee, 2003) They can also helpstudents recognize different types of paragraphs, such as descriptive, narrative,expository, and argumentative, and understand the appropriate organization andlanguage features for each type (Gallagher, 2006)

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In addition, models and examples can also help students understand the writing

process, including prewriting, drafting, revising, editing, and publishing (Applebee,2003) Teachers can use models and examples to explicitly demonstrate each stage ofthe writing process, showing students how to generale ideas, organize their thoughts,revise for clarity and coherence, and edit for grammar and punctuation (Gallagher,2006) This can empower students with a clear roadmap for approaching their ownwriting tasks and improve their overall writing proficiency (Applebee, 2003)

Furthermore, models and examples can also facilitate students’ development ofcritical thinking and analytical skills By analyzing and evaluating models and examples,students can learn to identify strengths and weaknesses, evaluate evidence, and makeinformed decisions about how to structure and develop their own paragraphs (Gallagher,2006) This can help students become more discerning and proficient writers, capable ofproducing well-structured and coherent paragraphs independently (Applebee, 2003)

Building on the use of models and examples, another effective strategy for teachingparagraph writing is to provide students with opportunities for practice and feedback

2.3.3 Opportunities for practice and feedback

Practice is essential for students to develop their paragraph writing skills Teachers

should provide ample opportunities for students to practice wriling paragraphsindependently, either in-class or as homework assignments They should also providetimely and constructive feedback on students’ writing, highlighting both strengths and

areas for improvement Feedback can be given through peer review, teacher feedback,

or self-assessment, and should focus on specific writing skills, such as organization,coherence, clarity, and language use In this section, the role of both instructor feedbackand learner-learner feedback will be explored in improving paragraph writing skills

2.3.3.1 Instructor feedbackAccording to Highley (2016), effective feedback is crucial to students’ learning and

growth, as it encourages them to reflect on their work and identify areas for improvement

(Highley, 2016) Instructors must provide timely and constructive feedback that isdelivered in an encouraging tone The feedback should be meaningful and should includeexplicit expectations for students’ performance In addition, teachers should respondpromptly to student inguiries and post grades in a timely manner (Highley, 2016), Thistype of feedback not only benefits the student but also helps the teacher to reflect on theircourse content and improve their instruction.

Peer feedback also plays a vital role in students’ learning and development When

students receive feedback from their peers, they become active participants in the

learning process, analyzing, and integrating the feedback into their work (Highley,2016) Peer feedback should be constructive, academically sound, encouraging, andprovided in a timely manner Teachers can provide rubrics as guidance for peer feedback

to ensure that students deliver honest and constructive feedback to one another

To complement instructor feedback, another effective method of providingfeedback to learners is through peer feedback, also known as learner-learner feedback

2.3.3.2 Learner-Learner feedbackEffective feedback is crucial to students’ learning and growth, as it encourages them

to reflect on their work and identify areas for improvement (Highley, 2016) Instructors

must provide timely and constructive feedback that is delivered in an encouraging tone.

The feedback should be meaningful and should include explicit expectations for students’

performance In addition, teachers should respond promptly to student inquiries and post

grades in a timely manner (Highley, 2016) This type of feedback not only benefits thestudent but also helps the teacher to reflect on their course content and improve theirinstruction

Peer feedback also plays a vital role in students’ learning and development Whenstudents receive feedback from their peers, they become active participants in thelearning process, analyzing, and integrating the feedback into their work (Highley,

2016) Peer feedback should be constructive, academically sound, encouraging, and

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provided in a timely manner Teachers can provide rubrics as guidance for peer feedback

to ensure that students deliver honest and constructive feedback to one another

In conclusion, providing opportunities for practice and feedback, both frominstructors and peers, is crucial in developing learners’ writing skills, The next section

will explore the role of collaboration in writing and how it can enhance learners’ writing

performance.

2.3.4 Collaboration in writing

Collaboration is a crucial aspect of writing and can enhance the effectiveness andbenefits of a writing class As Youssef (2016) notes, in writing stages such as

brainstorming, planning, organizing, drafting, peer reviewing, and revising, small group

collaborations can be more effective Students who work together in small groups duringthe writing process are more likely to become successful and interactive learners

Collaborative writing has been found to improve the quality of writing (Storch, 2005;

Storch & Wigglesworth, 2007) and promote the acquisition of second language

knowledge (Kuiken & Vedder, 2002) Research on collaborative writing highlights thatlearners can learn and acquire knowledge when they engage in problem-solving

activities that demand their use of concept expression and decision-making skills.

Moreover, collaborative writing can offer various benefits beyond improving thequality of writing For instance, students can develop social and communication skills

by working collaboratively with their peers (Duff & Phipps, 2010) Collaborative writing

can also create a positive learning environment where students feel motivated andsupported to share ideas and provide constructive feedback to their peers (Kessler,Bikowski, & Boggs, 2012) In addition, collaborative writing can facilitate thedevelopment of critical thinking and metacognitive skills (Barkaoui, 2010)

Therefore, instructors should encourage and incorporate collaboration in writingactivities in their writing courses to foster active learning and promote students’

development of various skills.

To enhance collaboration and engagement in writing, the use of technology andonline resources which will be presented in the next session can provide a wealth ofopportunities for students to learning paragraph writing.

2.3.5 Incorporating technology and online resources

Recent studies have shown that integrating technology and online resources intolanguage classrooms can have a positive impact on writing instruction (Chapelle, 2003;Warschauer & Ware, 2006)

Technology refers to the tools, applications, and devices that are used to facilitatecommunication, collaboration, and learning in educational settings This can include

hardware like computers, tablets, and smartphones, as well as software like learning

management systems, writing tools, and collaborative platforms (Warschauer &Matuchniak, 2010)

Online resources are materials that are available on the internet and can be accessed

from anywhere with an internet connection This can include websites, digital libraries, open educational resources, and other online tools and applications that provide

information and support for learning (Li & Ranier, 2010) Online resources such asvirtual writing labs and online writing communities offer students access to feedback,resources, and writing support outside of the traditional classroom environment (Liu,2014) Additionally, using online tools such as plagiarism checkers and writing rubrics

can help teachers to provide more accurate and objective assessments of student writing

(Hewett, 2010)

Incorporating technology into paragraph writing instruction can also provide

opportunitics for more personalized and differentiated Icarning experiences Forexample, teachers can use online resources to provide students with access to leveled

writing prompts and activities that cater to individual learning styles and abilities

(McKeeman & Oviedo, 2013)

While the integration of technology and online resources into writing instructionhas shown promising results, it is important for teachers to use these tools in a strategic

and intentional way As Warschauer and Ware (2006) note, technology should not be viewed as a replacement [or traditional teaching methods, but rather as a supplement that

can enhance and enrich the learning experience

In order to effectively incorporate technology into paragraph writing instruction,teachers should first consider the needs and abilities of their students (Liu, 2014).Additionally, teachers should be mindful of the types of technology and online resourcesthat are available, and how they can be used to support the specific goals of their writinginstruction (Chapelle, 2003)

With these considerations in mind, there are several ways in which technology can

be integrated into paragraph writing instruction, including the use of games, onlineresources for writing support, tools for collaborative writing and peer feedback,plagiarism-checking tools, online assessment and feedback tools By utilizing these tools

in a strategic and intentional way, teachers can provide students with personalized and

differentiated learning experiences (Hewett, 2010; McKeeman & Oviedo, 2013;Warschauer & Ware, 2006)

2.3.5.1 Gamified learning

Online games and activities, such as interactive writing prompts and

paragraph-building games, can engage students in practicing paragraph writing in a fun and

interactive manner, providing immediate feedback on their writing skills and making thelearning process enjoyable and motivating (Nikolov, 2017)

Teachers can use online games, such as Kahoot, Quizlet, or Mentimeter, to create

interactive quizzes that test students’ knowledge of paragraph writing Games can also

be used to prompt students to write their own paragraphs, using a set of prompts or a

story provided in the game.

By using games, students can practice their writing skills in a fun and low-pressureenvironment, which can help them develop their confidence and motivation Park and

Bonk (2007) suggest that games can increase students’ motivation to learn and can create

a fun and engaging learning environment A study by Tsai and Chuang (2018) found thatincorporating games in writing instruction improved students’ writing performance andincreased their motivation to write

2.3.5.2 Online resources for writing supportBesides games, online resources, such as online writing platforms, interactive

writing tools, grammar checkers, writing assistants, graphic organizers, and paragraph planning tools can be incorporated into paragraph writing instruction These tools can provide scaffolding and support for students as they develop their writing skills and work

towards producing well-structured paragraphs Students can use these tools to helpthemselves to plan, organize, and revise their paragraphs (Chen & Liang, 2014)

As students increasingly rely on online resources for writing support, it is important

to consider the use of tools for collaborative writing and peer feedback, which canenhance the quality and depth of the writing process

2.3.5.3 Tools for collaborative writing and peer feedbackCollaborative writing tools can provide opportunities for students to engage incollaborative writing and peer feedback For instance, students can use online platforms,such as Google Docs, Microsoft Word Online, Padlet, etc., to co-wrile paragraphs,provide feedback on each other's writing, and engage in peer editing and revising (Lee

& Kuo, 2017) This can promote collaboration, critical thinking, and communication

skills, while also exposing students to diverse perspectives and writing styles.

One important aspect of incorporating technology and online resources in teaching

writing is the use of tools for collaborative writing and peer feedback Another uscful

tool for promoting academic integrity and improving writing skills is checking software

plagiarism-2.3.5.4 Plagiarism-checking tools

Plagiarism-checking tools are widely available online and can be integrated into

paragraph writing instruction to promote academic integrity (Hu, 2015) These tools